Vygotsky,Wittgenstein, and sociocultural theory

This paper considers the use made of Vygotsky's work by many who take a sociocultural perspective and, in particular, by those who use his work to advance a particular view of second language acquisition and the ‘silent period’. It is argued that Vygotsky's account as represented in Thought and Language (Vygotsky, 1986 ) needs to be thought of as consisting of two distinct aspects: first, the observations he made (or claimed to have made) and, second, the theoretical account he proposed to explain them. It is shown that some of Vygotsky's observations are problematic but that, even if they are accepted, Vygotsky's theoretical account suffers from fundamental difficulties. Thus the support claimed from Vygotsky in accounts of second language acquisition is misplaced, first because of those difficulties and, second, because many who claim support from Vygotsky, do not need or even use his theory but instead focus their attention on his empirical observations and assume incorrectly that if their own empirical observations match Vygotsky's, then Vygotsky's theory can be accepted. Wittgenstein's later philosophy is shown to provide a perspective which dispels confusions about, and gives us a clearer insight into, the issues.     

Human Motivation in Question: Discussing Emotions,Motives, and Subjectivity from a Cultural‐Historical Standpoint

Vygotsky, at the end of his life, advanced a new representation of a psychological system that was ruled by a cognitive‐emotional unity, a theorization that remains inconclusive due to Vygotsky's early death. This article discusses the advances made by Vygotsky in the comprehension of human motivation through his concepts of sense and perezhivanie at the end of his work. Through these concepts, he further advanced the discussion of motivation, despite the fact that these concepts have only very recently been considered a relevant part of his legacy in both Russian and Western psychology. This paper discusses the departure from and the historical presentations of the concept of motive in the following two main approaches of Soviet psychology that were mistakenly equated in Western interpretations: Vygotsky's approach, mainly at the first as last moment of his work, and Leontiev's Activity Theory. Based on the final theoretical positions of Vygotsky and of other Soviet authors, and further developing this legacy, this article proposes a new definition of motivation as a specific quality of subjectively configured systems and defines motive as intrinsic to the functioning of all psychological function defines subjective functions as subjectively configured processes. This new proposal of human motivation within a new way of defining subjectivity defines new categories as subjective senses and subjective configurations on which the author bases a specific approach for advancing the topic of subjectivity and motivation within a cultural‐historical framework.     

A Study of the Influence of Sociohistorical Conditions on Child Development (Comparative Investigation, 1929 and 1966)

In the late 1920s, primarily in connection with L. S. Vygotsky's theory concerning the social and historical antecedents of the development of the mind, there was great interest in comparing the development of children reared in different social and cultural environments. One such study was A. R. Luria's Speech and intellect of rural, urban, and orphan children (Moscow, 1930). Zaporozhets, and then Luria, made trips to Central Asia as a part of this research effort. Although cross-cultural studies of human development enjoy some popularity in Western European and American psychology, this is one of the rare published accounts of such work from the USSR.     

Primary Caregivers and Chinese Elders’ Demand on Community Services

Abstract

The most influential model explaining the elderly’s service use is Andersen and Newman's model. But the applicability of the model on elders’ demand on community services has not been tested, especially in developing countries such as China. This research tested the applicability of the model by studying how primary caregiver relations to the elderly influence Chinese community-dwelling elders’ demand on community services. With a total of 2,124 respondents aged 65 and older who reported primary caregivers, six primary caregiver relations were examined: son, spouse, daughter, daughter-in-law, unmarried son and daughter, and other. Data came from the 2014 wave of the Chinese Longitudinal Healthy Longevity Survey (CLHLS). Results indicated that: (1) Elders cared for by daughters-in-law showed a significantly stronger tendency of expecting community services than elders cared for by other caregivers among both rural and urban areas. (2) Elders were least likely to expect community services in two cases: urban elders taken care of by daughters and rural elders whose primary caregivers were unmarried sons and daughters. Since Chinese elders cared for by different caregivers tended to seek community care in different manners, future research may study how suitable community service programs can be developed to well meet the needs of various elderly groups.     

The Concept of the Cultural-Historical Development of the Mind and its Prospects

Vygotsky's concept of the cultural and historical development of the mind, which he worked out together with his coworkers and students, never achieved finished form. It did, however, contain basic ideas that, when later systematically developed, opened paths toward knowledge about what Vygotsky considered to be the most important problem of psychology — knowledge of the human personality.     

A political-economic theory of relevance: Explaining climate change inaction

Why have societies failed to effectively respond to climate change? We address the question of climate change inaction by (1) examining how an unambiguously ominous report about climate change (IPCC 2018) was made palatable by news media and (2) explaining why climate change is typically unthematized in everyday life. Drawing on Adorno and Schutz, we develop a political-economic theory of relevance. The imperative to accumulate capital is not only a social-structural reality but also shapes why particular facts are regarded as relevant in experience (topical relevance) as well as how relevant material is interpreted (interpretative relevance) and acted toward (motivational relevance). Applying this framework, we (1) argue that media popularizations of the IPCC's dire Global Warming of 1.5°C (2018) are constituted by relevance systems conditioned by a capitalist social context and (2) strengthen Ollinaho's (2016) Schutzian explanation for climate change inaction by examining how productive relations and the culture industry perpetuate climate change irrelevance in everyday life. Schutz's framework helps conceptualize the intricacies of ideology and, when revised with Adorno's sociology, shines new light on an old question: the relations between social conditions and knowledge.     

Choice Functions with States of Mind

An agent is rational by dominance then states of mind (DSM) if he makes his decisions by, first, preselecting the alternatives that are not dominated by any other alternative in the choice set, and second, by choosing the preselected alternative corresponding to his state of mind. This state of mind is dependent on the previous choices he made. An agent is rational by states of mind then dominance (SMD) if he makes his decisions by, first, preselecting the alternatives corresponding to his state of mind and second, choosing the alternative that is not dominated. We give axiomatizations for SMD-rational or DSM-rational choice functions.      

Backing Barack Because He's Black: Racially Motivated Voting in the 2008 Election*

Objective. If racial considerations influenced the outcome of the 2008 presidential election, then how did they shape the campaign, why did race matter, and for whom were such considerations important? I hypothesize that various racial attitudes exert unique influences on voters' support of Obama and that the effects of these attitudes differ by race. Methods. Using a Time Magazine poll, I distinguish between “attitudes regarding Obama's ‘Blackness’” and “opinions about race relations,” and I examine such sentiments among White and African‐American respondents. Results. Regardless of race, Obama support was highest among voters who were “comfortable” with Black candidates. However, increased optimism with racial progress had no effect on Blacks' voting intentions, and it actually lowered Obama support among Whites. Conclusion. The conventional wisdom is that African Americans “backed Barack because he is Black”; I demonstrate that Obama's race mattered more to White voters than it did to Blacks.     

II. Patients of the department of psychological medicine,guy's hospital,london 1

Abstract

Harvey Dean (1998) rejects my (Wakefield, 1988a; 1988b) argument that minimal distributive justice is the essential mission of social work and that treatment of mental disorder is not part of the profession's essential mission but rather a derived task. He argues that social work has broader ethical aims that encompass both pursuit of justice and treatment of mental disorder. In this article, 1 review my earlier position and respond to Dean's objections. I argue that Dean's narrativist account of the profession's ethical aims is overly broad and that he confuses non‐disordered psychological problems with mental disorders. I conclude that neither my “minimal distributive justice” view of social work's mission nor my exclusion of treatment of mental disorder from the profession's essential mission are disconfirmed by Dean's arguments.     

Social Psychology from Flat to Round: Intersubjectivity and Space in Peter Sloterdijk's Bubbles

In this paper I describe the relevance of philosopher Peter Sloterdijk's (1998/2011) book Bubbles for social psychology. Bubbles offers the opportunity for the development of what I call a round social psychology. This is in contrast to the flatness characteristic of some of the more influential contemporary varieties of social psychology. Flat social psychology stays close to the ground, and is focused on the coordination of action. Round social psychology describes the atmosphere that surrounds and makes interaction possible in the first place. It requires a theory that links intersubjectivity with spatiality. To describe flat social psychology I analyze the assumptions of three contemporary versions of social psychology: social cognition theory, Goffman's dramaturgy, and Gergen's relational psychology. I then describe in greater detail Sloterdijk's bubble philosophy and the characteristics of round social psychology.     

Relating Individual Control, Social Understanding, and Gender to Child–Friend Interaction: A Relationships Perspective

According to a relationships perspective, it is critical to consider how the individual behaviors and characteristics of both partners shape their social interaction. Adopting a relationships approach to the investigation of children's friendships, we examined how preschool children's and their friends’ controlling behaviors, social understanding, and gender were related to their dyadic interaction. Child–friend dyads (n = 49) were videotaped in two laboratory play sessions (free play and sharing task), and child interviews assessed understanding of emotions and false beliefs. Both children's indirect control was associated with coordinated play during the free play session, and both children's direct control was associated with conflict during the sharing task. Moreover, dyadic interaction varied as a function of study children's social understanding, friends’ social understanding, and play session. An interaction between gender composition and play session also emerged for dyadic conflict. Multiple regression analyses suggested that study children's controlling behaviors accounted for associations between dyadic interaction and more ‘distal’ individual factors (i.e., social understanding, gender). The findings underscore the need to examine how both children's individual competencies are related to the quality of their dyadic interaction and illuminate how the associations between individual factors and dyadic interaction are moderated by the interactive context.     

The RSA (Revenu de solidarité active) and back‐to‐work incentives in France

Using an inventory of local and/or non‐statutory transfers (droits connexes) in 13 French towns and cities, the article first measures the gains from returning to work for recipients of national, statutory means‐tested benefits (Revenu minimum d'insertion— RMI, and Allocation parent isolé— API) by type of household before 2009. The reforms of national, statutory benefits carried out during the 2000s, especially those affecting the working tax credit (Prime pour l'emploi— PPE), failed to ensure that the recipients of means‐tested benefits always stood to gain financially from returning to work. The effects of the reforms were offset by the effects of other measures. The article then simulates the effects of the introduction of the Revenu de solidarité active (RSA) in place of the RMI in 2009, and takes into account the way that local and/or non‐statutory transfers are modified by increases in national, statutory transfers. We observe that the RSA eliminates the financial disincentives to returning to work for almost all localities and types of household. The article shows that the marginal tax rate of 38 per cent chosen by the government is very close to the upper limit compatible with a back‐to‐work incentive.     

Examining links between affective empathy,cognitive empathy,and peer relationships at the transition to school

The current study aimed to (i) examine associations across features of affective and cognitive empathy, and (ii) explore their independent role for children's peer relationships at the transition to school. Affective empathy was measured using both observations of children's facial affect during an empathy-eliciting event and dispositional affective empathy to peer distress via teacher report. Cognitive empathy was measured using an index of children's proclivity to engage in perspective taking when witnessing the distress of another. Children's theory of mind was also assessed given close links with cognitive empathy. Participants were 114 Australian children (M_age = 67 months, SD = 5 months) assessed across two sessions during their first year of formal schooling. Findings showed that features of children's affective and cognitive empathy were unrelated, but both showed independent associations with children's positive peer relationships (assessed via peer-reported social preference and teacher-rated peer social maturity). The current study provides support for the delineation between features of affective and cognitive empathy in early school-age children, and the importance of understanding both affective and cognitive empathy for children's peer relationships at the transition to school. These findings have implications how we understand both the nature of empathy in childhood and the role it plays in supporting children's positive peer relationships.     

The Brazilianisation of Youth Transitions in Australia and the UK?

A central theme of Beck's argument in The Brave New World of Work (2000) is that labour markets in the developed world are taking on some of the core characteristics that have been associated with less developed labour markets such as employment insecurity, informality and precarity. A process he refers to as Brazilianisation. In this paper we consider whether Beck's thesis can help us understand changes in youth transitions in Australia and the UK by developing a comparative analysis of processes of casualisation in the youth labour markets of the two countries. We assess the extent to which precarious labour market biographies have become entrenched and represent modern forms of engagement with the labour market. While evidence is presented to suggest that young people's labour market experiences have been affected by a trend towards greater casualisation, we argue that the changes are having the greatest impact on those in the weakest positions: in both countries women are more likely to be affected than men and casualisation is most evident in the lowest skilled occupations.     

Exploring dyadic teacher–child interactions,emotional security,and task engagement in preschool children displaying externalizing behaviors

Based on attachment theory, we tested whether the link between dyadic teacher–child interactions and task engagement operates through a child's security with the teacher. In a sample of preschoolers (N = 470) rated by their teachers as exhibiting elevated disruptive behaviors, the quality of dyadic teacher–child interactions and children's security were observed using a standardized task. Children's engagement with tasks was both observed in the preschool classroom and rated by the teacher. Results indicated that the quality of teacher–child dyadic interactions was associated directly with teacher‐reported task engagement, and indirectly associated, through a child's security, with observed task engagement. We discussed the contribution of these findings to our understanding of how the quality of dyadic teacher–child interactions may serve to regulate children's behavior in the classroom for children whose teachers perceive them as displaying early externalizing behaviors.     

Scaffolding and the zone of proximal development: A problematic relationship

For nearly four decades, a variety of social science disciplines have assumed that the zone of proximal development (ZPD) and the metaphor of scaffolding reflect more or less the same process. However, we will argue that any similarity is at best partial and at worst superficial. Equating the processes adds nothing to Vygotsky's general theory and in fact may weaken and dilute the robustness of the theory. To make the non‐equivalence case, the paper first presents an overview of Vygotsky's approach to psychology that includes an expansive discussion of the ZPD not only as the activity in which instruction leads development, but also as the key to his approach to experimental research. This is followed by a critical review of the relevant statements that have appeared in the literature on the nature of scaffolding, its presumed link to the ZPD and that brings to the fore the inadequacies of the metaphor itself that disqualify it as an equivalent process. While the ZPD can be understood to include the kind of interaction that is described in the scaffolding literature, it is a much broader and far more robust process than scaffolding, as is made apparent when the two processes are compared, which is the focus of the concluding section of the article. In the comparison we summarize the analyses presented, especially with regard to the implications and relevance of the metaphors underlying each concept.     

A prospective study of adolescent mothers’ social competence,children's effortful control and compliance and children's subsequent developmental outcomes

Previous work has established that caregiver and child temperamental characteristics are associated with child compliance. Given the critical role that parents play in this process, and that children of teen mothers are at risk for poorer developmental outcomes, it is important to understand the development of compliance in the context of at‐risk parenting such as adolescent motherhood. The current study examined child compliance (Wave 5; W5) as a mediator of the association between adolescent mothers’ social competence (Wave 4; W4) and children's behavioral and academic outcomes (Wave 6; W6), and whether this mediation varied depending on children's effortful control (W4) in a sample of 204 Mexican‐origin adolescent mothers (M_age at W4 = 19.94, SD = .99) and their children (M_age at W4 = 36.21 months, SD = .45). Adolescent mothers reported on their own social competence and their children's effortful control and externalizing problems; compliance was assessed using observational methods; and academic readiness was assessed using standardized developmental assessments. Findings based on structural equation modeling revealed that adolescent mothers’ social competence was positively related to children's compliance among children with high effortful control, but not among those with low effortful control. Moreover, child compliance mediated the longitudinal association between adolescent mothers’ social competence and child externalizing problems and academic readiness. Discussion focuses on the importance of considering the role of child temperament in understanding how adolescent mothers’ social competence is subsequently associated with children's social and academic adjustment.     

Like parent,like child? Exploring the association between early maladaptive schemas of adolescents involved with Child Protective Services and their parents

Although early maladaptive schemas (EMS) have been successfully identified in a variety of adult samples and increasing evidence suggests that core maladaptive schemas can also be retrieved in children and adolescents, there is a dearth of research examining the association between maladaptive schemas of parents and their children. We designed the current exploratory study as a first step to investigate similarities and differences in EMS of adolescents (n = 20) involved with Child Protective Services and their parents (n = 20). Results demonstrated that there were some similarities in the specific EMS endorsed by both groups and that most of the significant correlations that were found between parents' and youths' EMS involved parent schemas of the Impaired limits and Disconnection/rejection domains and youths' schemas of the Disconnection/rejection and Impaired autonomy and performance domains. We also found significant positive correlations between several children's EMS and perceived parental rearing styles (i.e., rejection, control/overprotection, anxious rearing) and attachment anxiety.